Limited mixing during early childhood was associated with some key areas of development
Overall language scores and motor skills were at or above expected levels for age
Children born during the first COVID-19 lockdown in England had lower reported levels of executive function – crucial skills involved in making plans, solving problems and adapting to new situations – suggest the findings of a study published online in the Archives of Disease in Childhood.
These children had a uniquely disrupted first year with severely restricted social interaction between 23 March 2020 and 19 July 2021.
Government rules at the time included limiting contact with friends and family, mandated social distancing, wearing of face coverings, and the closure of baby groups and recreational spaces.
In order to assess the impact of these measures on child development, UK researchers set up the BICYCLE study (Born In COVID Year – Core Lockdown Effects), hosted by City St. George's, University of London. This research focused on a subsample of 205 children born during the first lockdown, between 23 March and 23 June, 2020.
The study is the first to include a large sample of school-age children born in lockdown in England.
The children were directly assessed using standardised measures for language and non-verbal reasoning ability. Parents or caregivers also completed questionnaires about their children's executive functioning – including emotional control, working memory, planning and organising, and independent problem solving. They were also asked about their child's fine and gross motor skills.
Twenty five of the children were assessed in person and 180 children were assessed remotely via Zoom using identical protocols which included 3-4 sessions lasting 45-60 minutes. No differences were found between these groups.
The study's preliminary findings indicated that executive functioning reported by caregivers was below typical pre-pandemic levels and below what would be expected from the child's non-verbal reasoning score. One third of children in the sample were rated as having executive functioning needs.
The researchers say the findings suggest that limited social diversity in the early years has impacted everyday executive functioning. They say children may find it difficult to settle and keep at tasks, remember or follow instructions, resist distraction or change their behaviour based on feedback.
A more uneven picture was seen for language. Overall language scores were at or above expected levels for age.
However, when the researchers used the child's non-verbal reasoning ability scores as a benchmark, they found that expressive language (how a child uses words to express themselves) was below what would be expected.
The researchers suggest that receptive language (how a child understands language) may have been somewhat protected by increased attention and communication from parents and caregivers during the lockdown.
In contrast, expressive language skills may have suffered due to the loss of rich and varied interactions with less familiar people during the pandemic.
Motor skills were as expected for age when compared to norms pre-pandemic, the researchers report.
The study is observational so no firm conclusions can be drawn about cause and effect and a limitation of the study is that it did not have a matched comparison group.
Executive functioning and motor skills were measured via a report from the parent or caregiver and were not directly assessed so could be subject to parental bias. In later phases of the study, direct measures of executive function will be available for comparison with children born after lockdown.
Another limitation is the sample is self-selected although it did include a diverse range of demographic ethnic and geographic backgrounds across England.
However, participating families had higher educational levels than the general English population with around three quarters of parents holding a degree, which could have led to some above average scores.
The researchers concluded: "This study highlights the need for continued tracking of the cohort of children born during the COVID-19 lockdowns. Additional resources may be needed for school and family interventions to support the executive function needs of these children."
